Online Thesis Search Results

TITLE
CERTIFICATE
DECLARATION
ACKNOWLEDGEMENT
CONTENTS
LIST OF TABLES
LIST OF FIGURES (Graphs and Profile Charts)
Graphs
Profile Charts
1. INTRODUCTION
1.1. The importance of the study
1.2. The scope and limit of the study
1.3. Definition of terms
1.4. The statement of the problems
1.5. Objective of the study
2. THEORETICAL VIEWS PART
PART I
2.1. Theories of counselling
2.1.1. What is counselling?
2.1.2. What is guidance?
2.1.3. Relationship between guidance and counselling
2.1.4. individual counselling
2.1.5. Group counselling
2.1.6. Main counselling theories
2.1.7. The different theorists view on how behaviour is changed
2.1.8. Some principles of counselling
2.1.8.1. Counselling philosophy
2.1.8.2. Counselling content
2.1.8.3. Counselling techniques
2.1.8.4. The counsellors role
2.1.8.5. The counselling goal
2.1.8.6. The counselling relationship
2.1.9. The characteristics of an Ideall counsellor
2.1.10. The responsibilities and functions of a counselor
2.1.11. The three main approaches in counselling
2.1.11.1. Directive counselling
2.1.11.2. The client-centered (Non-.directive) counselling
2.1.11.3. The eclectic counselling
2.1.12. The effectiveness of counselling
PART II
2.2. The factors affecting academic achievement
2.2.1. Study habits and study skills
2.2.1.1. Learn how to learn
2.2.1.2. Become aware of pupils difference in their ability to learn
2.2.2. Academic motivation
2.2.2.1. Motivation and learning
2.2.2.2. The levels of motivation and achievement
2.2.2.3. Experience of success and motivation
2.2.2.4. Interest and motivation
2.2.2.5. Teachers role in academic motivation
2.2.3. The self-concept
2.2.3.1. Self-concept and behaviour
2.2.3.2. The importance of having positive self-concept
2.2.3.3. How self-concept is developed
2.2.3.4. The impact of poor self-concept on the learner
2.2.4. The family environment and the school performance
2.2.4.1. The family and home environment
2.2.4.2. The educational background of parents
2.2.4.3. The structure of the homee aid its effects on the learner
2.2.4.4. The attitudinal dimension of the home
2.2.4.5. The psychological climate of the home and its effect on the learner
2.2.4.6. Family problems and school performance
2.2.5. Health and academic achievement
2.2.6. Intelligence
PART III
2.3. The practice of counselling
2.3.1. The counselling techniques
2.3.1.1. Acceptance
2.3.1.2. Restatement
2.3.1.3. Clarification
2.3.1.4. Summary
2.3.1.5. General lead
2.3.1.6. Reassurance
2.3.1.7. Interpretation
2.3.1.8. Advice
2.3.1.9. Rejection
2.3.2. The counselling interviews
2.3.2.1. The utility of counselling interview
2.3.2.2. Recording the counselling interviews
2.3.2.3. The structured and the unstructured interviews
2.3.3. Types of interview
2.3.3.1. The introductory interview
2.3.3.2. The fact-finding interview
2.3.3.3. The informative interview
2.3.3.4. Treatment interview
2.3.3.5. The follow-up interview
2.3.4. The counselling duration
2.3.5. Frequency of counselling
2.3.6. Testing in counselling
2.3.6.1. The various uses of tests
PART IV
2.4. A learner-oriented counselling theory
2.4.1. The learner-oriented counselling
REFERENCES
3. SURVEY OF RELATED LITERATURE
3.1. Guidance and counselling
3.1.1. The effect of guidance and counselling) n low-achievers
3.1.2. Counselling the underachievers
3.1.3. Types of counselling
3.1.4. Counselling approaches
3.1.5. Job-orientation of low-achievers
3.2. Factors related to Academic Achievement
3.2.1. Study habits and study skills
3.2.1.1. Programmes to enhance study skills
3.2.1.2. Study habits of the low-achieving and high achieving students
3.2.2. Academic motivation and academic achievement
3.2.2.1. Parents are influential factors in the achievement motivation of their children
3.3.3. Self-concept and academic achievement
3.3.3.1. The relationship between self-concept and academic achievement
3.3.3.2. The academic self-concept and global self-concept
3.3.3.3. The relation between self-concept and absenteeism
3.3.3.4. The characteristic self-image pattern of underachievers
3.3.3.5. Factors contributing to the d velopment of negative self-concept
3.3.3.6. Action programmes to raise students self-image
3.4. Home and family environment
3.4.1. The whole family comes to school
3.4.2. Causes of conflicts
3.4.3. The type of relationship in the family and their connection to achievement
3.4.4. The family background of low-achievers
3.4.5. The detrimental effect of parental pressure
3.4.6. The physical aspect of home environment
3.4.7. Concluding remarks
REFERENCES
4. FORMULATION OF MAJOR AND MINOR HYPOTHESES
4.1. The major hypotheses
4.2. The minor hypotheses
5. RESEARCH DESIGNS (SOURCES OF DATA AND PROCEDURES)
PART I
5.1. Sample
5.1.0.1. Schools
1) 5.1. Distribution of low-achievers (boys and girls) in the private and government schools
2) 5.2. Representation of the schools selected for the study.
5.1.1. Variables
5.1.2. Tools of data collection
5.1.2.1. The grade point-average (GPA)
5.1.2.2. Rationale behind the study habits and study skills
5.1.2.3. Questionnaire on academic motivation
5.1.2.4. Rationale behind questionnaire on academic motivation
5.1.2.5. The self-concept inventory
5.1.2.6. Rationale behind the self-concept inventory
5.1.2.7. Intelligence test
PART II
5.2. Construction of tests and item-analysis procedures
5.2.1. Steps taken in constrcucting tests
5.2.1.1. Planning the tests
5.2.1.1.1. The study habits and study skills (SHSK)
5.2.1.1.2. Academic motivation
5.2.1.1.3. The self-concept inventory
5.2.1.2. Preparation of preliminary drafts
5.2.1.3. Testing the tests (Try-out)
5.2.1.3.1. Pilot study
5.2.2. Administrative procedure
3) 5.3. Details of the schools chosen for the standardisation of tools
5.2.3. The scoring procedure
5.2.3.1. The scoring system for SHSK and self-concept inventories
5.2.3.2. Scoring of academic motivation
5.2.4. Establishing grades
5.2.4.1. The survey of study habits and study skills
4) 5.4. Classification and intrepretation of raw scores on SHSK
5.2.4.2. Academic motivation
5.2.4.3. Self-concept
5) 5.5. Classification and interpretation of raw scores on academic motivation
6) 5.6. Classification and interpretation of raw scores on self-concept inventory
5.2.5. Establishing validity
5.2.5.1. The face-validity
5.2.6. Final draft
5.2.6.1. SHSK
5.2.6.2. The questionnaire on academic motivation
5.2.6.3. The self-concept inventory
7) 5.7. The result of item-analysis of study habits and study skills (SHSK)
8) 5.8. The result of item-analysis of the questionnaire on academic motivation.
9) 5.9. The result of item-analysis of the self-concept inventory
5.2.7. Preparation and administration of final drafts
5.2.7.1. The item-analysis procedures
10) 5.10. Interpretation of item analysis on SHSK
11) 5.11. Interpretation of the item analysis on academic motivation
12) 5.12. Interpretation of item analysis on the self concept inventory
5.2.8. Reliability of the scale
5.2.8.1. Procedures
13) 5.13. Item analysis of SHSK inventory. Test items arranged in the order of difficulty index
14) 5.14. Item analysis of questionnaire on academic motivation. Test items arranged in the order of difficulty index
15) 5.15. Item analysis of self-concept inventory.Test items arranged in the order of difficulty index.
16) 5.16. The test of reliability of SHSK inventory
17) 5.17. The test of reliability of the questionnaire in academic motivation
18) 5.18. The test of reliability of self-concept inventory
5.2.9. Establishing new grades
5.2.9.1. SHSK
5.2.9.2. Questionnaire on academic motivation
19) 5.19. Classification and interpretation of raw scores on SHSK
20) 5.20. Classification and interpretation of raw scores on academic motivation
5.2.9.3. Self-concept inventory
5.3. Methods and procedures for Identifying the low-achievers
21) 5.21. Classification and interpretation of raw scores on self-concept
5.3.1. Identification of the most common problems
5.3.2. Measures used for the interpretation of the test results
5.3.2.1. The SHSK
22) 5.22. Details of the measures used for SHSK
5.3.2.2. Academic motivation
23) 5.23. Grading of the study skills scores
24) 5.24. Grading of scores on the study-time managemant.
25) 5.25. Details of the measures used for the academic motivation
5.3.2.3. Self-concept
26) 5.26. Grading of scores in academic motivation
27) 5.27. Details of the measures used for the Self-concept.
28) 5.28. Grading of scores on self-worth, self confidence and acceptance by others
5.3.3. Statistical processing
5.3.3.1. Statistical techniques used for analysis
6. THE ACTION PROGRAMME (INTERVENTIONAL PROGRAMME)
6.1. Individual counselling
6.1.1. Counselling the low-achievers of group A
6.1.1.1. Session I
6.1.1.2. Session II
6.1.1.3. Session Ill
6.1.1.4. Session IV
6.1.2. Counselling the low-achievers of group B 1
6.1.2.1. Session I
6.1.2.2. Session II
6.1.3. Group counselling
6.1.3.1. Session I
6.1.3.2. Session II
6.1.3.3. Session Ill
6.1.3.4. Session IV
6.2. How to develop effective study habits and study skills: points used 1 for group counselling
6.3. Motivation and learning: provision of points used for group counselling
6.4. The importance of having a positive self-concept: provision of points 1 used for group counselling
6.4.1. Ways to develop self-esteem
7. FINDINGS, ANALYSES AND INTERPRETATIONS
SECTION 1
7.1. The educational background of Kerala
29) 7.1.1. Number of L. P., U. P., and High Schools in Kerala.
30) 7.1.2. Number of students in schools in Kerala on the 6th working-day for the year 1993-1994.
31) 7.1.3. Number of school teachers in Kerala as on 1991-1992.
7.1.1. Types of schools
7.1.1.1. English medium schools
7.1.1.2. Government schools
7.1.1.3. Private schools
7.1.2. Teaching method
7.1.3. The examination system
SECTION 2
7.2. The major problem areas
32) 7.2.1. The Pre and Post tests results (scores) on the study-skills, study-time-management and concentration (SHSK) of the low-achievers of Group A, and the effect of counselling on these factors.
33) 7.2.2. The Pre and Post tests results (scores) or the study-skills, study-time-management and concentration (SHSK) of the low-achievers of Group 0, and the effect of counselling of these factors.
34) 7.2.3. The Pre and Post tests results (scores) on the study-skills, study-time-management and concentration (SHSK) of the low-achievers of Group C, and the effect of counselling on these factors.
35) 7.2.4. The Pre and Post tests results (scores) on the study-skills, study-time-management and concentration (SHSK) of the low-achievers of Group 0 (the control group), and the effect of counselling on these factors.
36) 7.2.5. The Pre and Post tests results (scores) regarding goals, interests, attitudes and fears (Academic Motivation) of the low-achievers of Group A, and the effect of counselling on these factors.
37) 7.2.6. The Pre and Post tests results (scores) regarding goals, interests, attitudes and Bars of the low-achievers of Group B, and the effect of counselling on these factors.
38) 7.2.7. The Pre and Post tests results (scores) regarding goals, interests, attitudes and fears of the low-achievers of Group C, and the effect of counselling on these factors.
39) 7.2.8. The Pre and Post tests results (cores) regarding goals, interests, attitudes and fears of the low-achievers of Group D, and the effect of counselling on these factors.
40) 7.2.9. The Pre and Post tests results (scores) on the self-concept (self-worth, self-confidence, and acceptance by others) of the low-achievers of Group A, and the effect of counselling on these factors.
41) 7.2.10. The Pre and Post tests results (scores) art the self-concept (self-worth, self-confidence, and acceptance by others) of the low-achievers of Group A, and the effect of counselling on these factors.
42) 7.2.11. The Pre and Post tests results (scores) on the self-worth, self-confidence and acceptance by others (self- concept) of the low-achiever of Group C, and the effect of counselling on these factors.
43) 7.2.12. The Pre and Post tests results (scores) on the self-worth, self-confidence and acceptance by others (self- concept) of the low-achieves of Group D, and the effect of counselling cn these factors.
44) 7.2.13. The number and percentage of law-achiever, in groups A, B, C and P, having poor study skills, poor study-time-management and poor concentration before and after counselling.
45) 7.2.14. The number and percentage of low-achievers in groups A, B, C and D having poor academic motivation before and after counselling.
46) 7.2.15. The number and percentage of low-achievers in groups A, B, C and D having negative self-Incept before and after counselling.
47) 7.2.16. The number and percentage of students in Groups A, B, C and B who had lesser number of problems, after counselling, in the areas of study habits and study skills, academic motivation and self-concept
7.2.1. Study habits and study skulls (SHSK)
7.2.1.1. Study-time-management
7.2.1.2. Study skills
7.2.1.3. Concentration
7.2.1.4. Discussion
7.2.2. Academic motivation
7.2.2.1. Goals
7.2.2.2. Interests
7.2.2.3. Attitudes towards learning
7.2.2.4. Fear
7.2.2.5. Discussion
7.2.3. Self-concept
7.2.3.1. Self-worth
7.2.3.2. Self-confidence
7.2.3.3. Acceptance by others
7.2.3.4. Discussion
SECTION 3
7.3. The effect of counseling on the four variables: Statistical analysis and interpretation
48) 7.3.1. The results of the Pre and Post tests of group.a on the academic achievement, SHSK, academic motivation and self-concept.
49) 7.3.2. The results of the Pre and Past tests of group 13 on the academic achievement, SHSK, academic motivation and self-concept.
50) 7.3.3. The results of the Pre and Post tests of group C on the academic achievement, SHSK, academic motivation and self-concept.
51) 7.3.4. The results of the Pre and Post tests of group I) on the academic achievement, SHSK, academic motivation and self-concept.
52) 7.3.5. The effects of counselling on academic achievement, SHSK, academic motivation and self concept of Group A.
53) 7.3.6. The effects of counselling on academic achievement, SHSK, academic motivation and self concept of Group B.
54) 7.3.7. The effects of counseling on academic achievement, SHSK, academic motivation and self, concept of Group C.
55) 7.3.8. The effects of counselling on academic achievement, SHSK, academic motivation and self-concept of Group D.
56) 7.3.9. The number and percentage of- low-achievers whose scores on SHSK, before counselling, fall in the intervals given below.
57) 7.3.10. The number and percentage of low-achievers whose scores on SHSK, after counselling, fall in the intervals given below.
58) 7.3.11. The cumulative percentage of the number of low-achievers whose scores on SHSK, before and after counselling, fall in the intervals given below.
59) 7.3.12. The number and percentage of low-achievers whose scores on academic motivation, before counselling, fall in the intervals given below.
60) 7.3.13. The number and percentage of low-achievers hoe scores on academic motivation, after counselling, fall in the intervals given below.
61) 7.3.14. The cumulative percentage of the number of low-achievers whose scores on Academic motivation, before and after counselling, fall in the intervals given below.
62) 7.3.15. The number and percentage of low-achievers whose scores on self-concept, before counselling, fall in the intervals given below.
63) 7.3.16. The number and percentage of low-achievers whose scores on self-concept, after counselling, fall in the intervals given below.
64) 7.3.17. The cumulative percentage of the number of low-achievers whose scores on self-concept, before and after counselling, fall in the intervals given below.
65) 7.3.18. The number and percentage of low--achievers whose academic achievement scores before counselling, fall in the intervals given below
66) 7.3.19. The number and percentage of low-achievers whose academic: achievement scores, after counselling, fall in the intervals given below.
67) 7.3.20. The cumulative percentage of the number of low achievers whose scores on academic achievement, before and after counselling, fall in the intervals given below.
68) 7.3.21. The number and percentage of low--achievers having positive effect, nil effect or negative effect on SHSK, academic motivation, self-concept and academic achievement
69) 7.3.22. The number of low-achievers in Group A, B, C and D, respectively, whose scores on the 4 variables before counselling, fall in the intervals given below.
70) 7.3.23. The number of low-achievers in groups A, B, I, and D respectively, whose scores, aft: e:, counselling, fall in the intervals given below.
1) 7.3.1. Graphic representation of the pre-and-post test results on SHSK of group A
2) 7.3.2. Graphic representation of the pre-and-post test results on academic motivation of group A
3) 7.3.3. Graphic representation of the pre-and-post test results on self-concept of group A
4) 7.3.4. Graphic representation of the pre-and-post test results on academic achievement of group A
5) 7.3.5. Graphic representation of the pre-and-post test results on SHSK of group B
6) 7.3.6. Graphic representation of the pre-and-post test results an academic motivation of group B
7) 7.3.7. Graphic representation of the pre-and.-post test results on self-concept of group B
8) 7.3.8. Graphic representation of the pre-and.-post test results on academic achievement of Group B
9) 7.3.9. Graphic representation of the pre-and-post test results on SHSK of group C
10) 7.3.10. Graphic representation of the pre-and-post test results on academic motivation of group C
11) 7.3.11. Graphic representation of the pre-and-post test results on self-concept of group C.
12) 7.3.12. Graphic representation of the pre-and--past test results on academic achievement of group C
13) 7.3.13. Graphic representation of the pre-and--post: eat results on 5115K of group D
14) 7.3.14. Graphic representation of the pre-and--post: eat results on academic motivation of group D
15) 7.3.15. Graphic representation of the pre-and--post test results on self-concept of group D
16) 7.3.16. Graphic representation of the pre-and-post Lest results on academic achievement of group D
71) 7.3.24. The number of low-achievers whose effect of counselling on the 4 variables fall. in the categories given below.
1) 7.3.1. The result of pre-test of groups A, B, C and D on SHSK
2) 7.3.2. The number of low-achievers of groups A, B C and D and the effect of counselling on SHSk.
3) 7.3.3. The result of pre-test of groups A, B, C and D an academic motivation.
4) 7.3.4. The number of low-achievers of groups A, B C and D and the effect of counselling on academic motivation.
5) 7.3.5. The result of pre-test of groups A, B, C and D on self-concept.
6) 7.3.6. The number of low-achievers of groups A, B. C and D and the effect of counselling on self concept
7) 7.3.7. The result of pre-test of groups A, B, C and D on academic achievement.
8) 7.3.8. The number of low-achievers of groups A, B. C and D and the effect of counselling in academic achievement.
72) 7.3.25. The results of the test of significance of It-he effect of counselling on the 4 variables o° Group A.
73) 7.3.26. The results of the test of significance of the effect of counselling on the 4 variables o° Group t3.
74) 7.3.27. The results of the test of significance of the effect of counselling on the 4 variables o7 Group C.
75) 7.3.28. The results of the test of significance of the effect of counselling on the 4 variables o Group D.
76) 7.3.29. The test of significance of the effect of counselling on the low-achievers of Groups A, E3, C and D with regard to the 4 variables b
7.3.1. The effect of counselling on study habits aid study skills (SHSK)
7.3.1.1. Group A
7.3.1.2. Group B
7.3.1.3. Group C
7.3.1.4. Group D
7.3.2. The effect of counselling on academic motivation
7.3.2.1. Group A
7.3.2.2. Group B
7.3.2.3. Group C
7.3.2.4. Group D
7.3.3. The effect of counselling on self-concept
7.3.3.1. Group A
7.3.3.2. Group B
7.3.3.3. Group C
7.3.3.4. Group D
7.3.4. The effect of counselling on academic achievement
7.3.4.1. Group A
7.3.4.2. Group B
7.3.4.3. Group C
7.3.4.4. Group D
7.3.5. Discussion
7.3.6. The percentile rank
77) 7.3.30. The rank percentile before and after counselling and the effect of counselling on Group A.
78) 7.3.31. The rank: percentile before and after counselling and the effect of counselling on Group B.
79) 7.3.32. The rank percentile, before and after counselling and the effect of counselling on Group C.
80) 7.3.33. The rank percentile, before and, after counselling and the effect of counselling on Group 1)
81) 7.3.34. The test of significance of the effect of counselling on the Rank (position) of the low-achievers of Group A, B, C and D (measured in the percentile Rank)
7.3.7. The drop-outs: additional findings on the effectiveness of counselling
82) 7.3.35. The drop-out cases in the counselled and the non-counselled groups.
SECTION 4
7.4. The frequency of counselling and its effect on the low-achievers
83) 7.4.1. Analysis of graph 7.3.2 on the effect of counselling on study habits and study skills (SHSK) of Group A and El.
84) 7.4.2. Analysis of graph 7.3.4 on the effect of counselling on academic motivation of the Low achievers of Group A and B.
85) 7.4.3. Analysis of graph 7.3.6 on the effect of counselling on self-concept of the low-achievers of Group A and E3.
86) 7.4.4. Analysis of graph 7.3.8 on the effect of counselling on the academic achievement of the low-achievers of Group A and B.
87) 7.4.5. The number and percentage of low-achierers having positive effect, nil effect or negative effect, after counselling, on SHSK, academic motivation self-concept and academic ahievement of Groups A and B.
7.4.1. Study habits and study skills (SHSK)
7.4.2. Academic motivation
7.4.3. Self-concept
7.4.4. Academic achievement
7.4.5. Concluding remarks
SECTION 5
7.5. The effect of individual and Group counselling
7.5.1. The study habits and study skills (SHSK)
7.5.2. Academic motivation
88) 7.5.1. A comparison of the post-test results of Groups A and C an 5115K using the students t.-test of significance.
89) 7.5.2. A comparison of the post-test results of Groups A and C on academic motivation using the students t-test of significance.
90) 7.5.3. A comparison of the post test results of Groups A and C on self-concept using the students test of significance.
91) 7.5.4. A comparison of the post-test results of Groups A and C on ac ademic achievement, using the students t-test of significance.
92) 7.5.5. The results of the test of significance of the difference in the effect of counselling on the 4 variables of Groups A and C (using the studens t-test)
7.5.3. Self-concept
7.5.4. Academic achievement
93) 7.5.6. Showing the effectiveness A individual and Group counselling.
7.5.5. Concluding remarks
SECTION 6
7.6. Correlation between I.Q and the effect of counselling on the 4 variables
94) 7.6.1. The results of the intelligence test of Groups A, B, C and D.
95) 7.6.2. The number of low-achievers in Group A whose scores on the intelligence test and the effect of counselling on academic achievement fall:.n various intervals given below.
96) 7.6.3. The number and percentage of low-achievers:.n Group A whose scores in the intelligence test and the effect of couselling on the academic achievement classified as low, average and high.
97) 7.6.4. The number of low-achievers in Group B whose scores on intelligence test and the
98) 7.6.5. The number and percentage of low-achievers: n Group 0 whose score in the intelligence test and the effect of Counselling on the academic achievement classified as low, average and high.
99) 7.6.6. The number of low-achievers in Group C whose score on intelligence test and the effect of counselling on academic achievement fall in various intervals given below.
100) 7.6.7. The number and the percentage of low-achievers in Group C whose score on the intelligence test and the effect of counselling on the academic achievement classified as low, average and high.
101) 7.6.8. The number of low-achievers in Group D whose scores on the Intelligence test and the effect of counselling on the academic achievement fall in various intervals given below.
102) 7.6.9. The number and percentage of low--achievers in Group E) whose score on the intelligence test and the effect of counselling on academic achievement classified as low, average and high.
103) 7.6.10. Correlation between I. Q. and the effect of counselling on academic achievement of Group A (as measured by Karl Pearsons coefficient of correlation N = 44.
104) 7.6.11. Correlation between I. Q. and the effect of counselling on academic achievement of Group 8 (N=46)
105) 7.6.12. Correlation between 1. Q. and the effect of counselling on academic achievement of Group C (N=47)
106) 7.6.13. Correlation between I. Q. and the academic achievement of Group D (the non-counselled Group D) (N=40)
107) 7.6.14. The correlation between 1. Q. and the effects of couselling fusing Karl Pearsons coefficient of correlation) on SHSK, academic motivation, self-concept and academic achievement, and the results of the test of significance
7.6.1. Discussion
108) 7.6.15. The distribution of low-achievers in Group. A, falling under the categories of low, average, and high I. Q. and the distribution of the same subjects under the categories of low, average and high in academic achievement.
SECTION 7
7.7. Findings of tlie minor hypotheses
7.7.1. Correlation
7.7.1.1 Discussion
109) 7.7.1. The test of correlation between the effect of counselling on different variables of Group P.
110) 7.7.2. The test of correlation between the effect of counselling on different variables of Group E.
111) 7.7.3. The test of correlation between the effect of counselling on different variables of Group C.
112) 7.7.4. The test of correlation between the effect of counselling on different variables of Group D,
113) 7.7.5. The result of the test of correlation between the effect of counselling on achievement and SHSK of Groups A, B, C and D.
114) 7.7.6. The result of the test of correlation between the effect of counselling on achievement and motivation of Groups A, B, C and D.
115) 7.7.7. The result of the test of correlation between the effect of counselling on achievement and self--concept of Groups A, B. C and D.
116) 7.7.8. The result of the test of correlation between the effect of counselling on SHSK and academic motivation of Groups A, f3, (: and D.
117) 7.7.9. The result of the test of correlation between the effect of counselling on SHSK and self concept of Groups A, B, C and D.
118) 7.7.10. The result of the test of correlation between the effect of counselling on academic motivation and self-concept of Groups A, 3, C and D.
119) 7.7.11. The result of W e test of significance of correlation between the effect of counselling on the 4 variables of groups A, B, C and D,
7.7.2. The influence of home and family environment on academic achievement
120) 7.7.12. The analysis of the home environment of stoup A.
121) 7.7.13 The analysis of the home environment of Group B
122) 7.7.14. The Number of Low-achievers in Groups A air B (N-90) who have very serious, serious or somewhat serious problems regarding the given constituent of family environment, and the number of those who have no problem.
7.7.2.1. Other problems related to family
7.7.2.2. Discussion
7.7.3. The effect of counselling on the Iow-achievers with health problem;
123) 7.7.15. The health problems of Low-achievers of group A and B.
124) 7.7.16. The effect of counselling on low-achiever who had health problems.
7.7.3.1. Discussion
REFERENCES
8. CONCLUSION
8.1. The effect of counselling
8.2. Frequency of counselling
8.3. The individual and group counsel linn
8.4. Intelligence and the effect of counselling
8.5. Correlation between different variables under study
8.6. The family environment of low-achievers
8.7. Health problems of low-achievers and the effect of counselling
9. SUGGESTIONS: A CORROLLARY
9.1. Suggestions to parents
9.2. Suggestions to teachers
9.3. Suggestions to heads of institutions
9.4. Suggestions to government / school authorities
BIBLIOGRAPHY
APPENDICES
APPENDlX I. THE STUDY HABITS AND STUDY SKILLS INVENTORY
APPENDIX II. THE STUDY HABITS AND STUDY SKILLS INVENTORY
APPENDIX III. THE SURVEY OF STUDY HABITS AND STUDY SKILLS INVENTORY
APPENDIX IV. ANSWER SHEET: THE SURVEY OF STUDY HABITS AND STUDY SKILLS INVENTORY
APPENDIX V. QUESTIONNAIRE ON ACADEMIC MOTIVATION
APPENDIX VI. QUESTIONNAIRE ON ACADEMIC MOTIVATION
APPENDIX VII. QUESTIONNAIRE ON ACADEMIC MOTIVATION
APPENDIX Vlll. ANSWER SHEET: QUESTIONNAIRE ON ACADEMIC MOTIVATION
APPENDIX IX. THE SELF CONCEPT INVENTORY
APPENDIX X. THE SELF - CONCEPT INVENTORY
APPENDIX XI. THE SELF-COIKEPT INVENTORY
APPENDIX XII. ANSWER SHEET SELF CONCEPT INVENTORY